Improving the Transition Planning Process: The Top Ten Things Everyone Should Know About Transition (Two Block Session)
Friday, October 19, 2007 2:00 pm - 4:30 pm
This presentation will examine the transition process as outlined in I.D.E.I.A. 2004 (Individuals with Disabilities Education Improvement Act 2004), and how it impacts the quality of the assistive technology services provided to a student with disabilities during their transition from the school setting to community life. The correlation between a good transition plan and a successful assistive technology implementation plan will be explored. We'll also look at ways to ensure the sustainability of assistive technology services and devices after the student graduates from high school.
Bob Braun, Director of Regional Educational Services, Southwest/West Central Service Cooperatives, Marshall, MN .
Dan Stores, Assistive Technology/Transition Coordinator, Southwest/West Central Service Cooperatives, Marshall, MN .
This presentation examined the transition process as outlined in I.D.E.I.A. 2004 (Individuals with Disabilities Education Improvement Act 2004), and its impact on the quality of the assistive technology services provided to a student with disabilities during their transition from the school setting to community life. The correlation between a good transition plan and a successful assistive technology implementation plan is crucial. This presentation also looked at ways to ensure the sustainability of assistive technology services and devices after the student graduates from high school. It focused on the idea that transitioning has to start early (preferably as soon as the child receives a diagnosis) and that self advocacy should be be taught. Our students should be a part of their planning for the future (student centered planning) and should be taught /given ways to advocate for themsleves at IEP meetings. (see sample portfolios and powerpoint slide for ideas on how to assist students). It also stressed the importance of fostering independence and not allowing our students to demonstarte learned helplessness. Provided excessive resources for assessment and transition planning (portfolios, transition planning worksheets).
Relates to future of AHRC in the sense that we have many students who will soon be transistioning out of school and into post secondary and/or employment settings. I believe we should use the information provided and take a stronger role in preparing these students. They should begin learning necessary skills for transitioning at an early age and we should provide students with resources for becoming their own advocate. We should also become proactive and begin creating transition portfolios that our students can take with them into employment or college settings to assist them in commuicating their disability and needs to their employers/professors.
Dan Stores, Assistive Technology/Transition Coordinator, Southwest/West Central Service Cooperatives, Marshall, MN .
This presentation examined the transition process as outlined in I.D.E.I.A. 2004 (Individuals with Disabilities Education Improvement Act 2004), and its impact on the quality of the assistive technology services provided to a student with disabilities during their transition from the school setting to community life. The correlation between a good transition plan and a successful assistive technology implementation plan is crucial. This presentation also looked at ways to ensure the sustainability of assistive technology services and devices after the student graduates from high school. It focused on the idea that transitioning has to start early (preferably as soon as the child receives a diagnosis) and that self advocacy should be be taught. Our students should be a part of their planning for the future (student centered planning) and should be taught /given ways to advocate for themsleves at IEP meetings. (see sample portfolios and powerpoint slide for ideas on how to assist students). It also stressed the importance of fostering independence and not allowing our students to demonstarte learned helplessness. Provided excessive resources for assessment and transition planning (portfolios, transition planning worksheets).
Relates to future of AHRC in the sense that we have many students who will soon be transistioning out of school and into post secondary and/or employment settings. I believe we should use the information provided and take a stronger role in preparing these students. They should begin learning necessary skills for transitioning at an early age and we should provide students with resources for becoming their own advocate. We should also become proactive and begin creating transition portfolios that our students can take with them into employment or college settings to assist them in commuicating their disability and needs to their employers/professors.